Unit Map 2011-2012
Onslow County School System
Health: Grade 6 / Grade 6
August 22, 2011, 1:19PM
Unit: 6th Grade Family Life (Week 1, 1 Week)
Big Idea
Grade level or school
specific (Reproductive
Health)
Focus of Study
-Reproductive Health
-Male and Female Reproductive System
-Physical changes that occur during puberty
-Conception
-Menstrual Cycle
-Parenting
Curriculum Goals &
Resources/Materials
Objectives
Addressed
NC: SCS: Healthful
Living, NC: Grade 6 ,
Healthful Living
COMPETENCY GOAL 2:
The learner will develop
knowledge and skills to
enhance personal and
consumer health.

-Successfully Teaching Middle School Health III:
NC Association for the Advancement of Health
Education and the NC School Health Training
Center
-www.teenhealth.org
-Teen Health Course 1- McGraw Hill Company and
Glencoe
Adolescence: A Time of Change (see document
file (1)
2.07 Summarize
Grade 6 Objective 2.07, Appendix
1

the relationship
between conception
and the menstrual
cycle.
2.08 Investigate
and analyze the
responsibilities of
parenthood through
observation and
discussion with
parents/caregivers
or trusted adults.
COMPETENCY GOAL 3:
The learner will develop
healthy and effective
interpersonal
communication and
relationship skills.

3.04 Identify
transitions and
challenges of social
relationships during
puberty and
adolescence.
Ask a Nurse
(see below)
Boy Things Sure Have Changed (see below)
F & M body parts and functions 2.07
below)
(see
Friendship Quote (3.04) (see document file (1)
Healthy Relationships (3.04) (see document file
(1)
How I Feel (3.04) (see document file (2)
How relationship smart are you? (3.04)
Human Reproduction (see Adolescence: A Time
for Change)
Lesson Plan for 2.07 (see document file (3)
Lesson Plan for 2.08(see document file (3)
Lesson Plan for 3.04(see document file (3)
Ovulation-Menstrual Cycle 2.07 (see document
file (2)
Parenting Questions (see below)
Parenting Questions (group activity) (see
below)
Puberty Walk (see below)
Relationship Timeline (3.04) (see document file
(4)
Show Me the Money (2.08) (see document file
(5)
Grade 6 Objective 2.07, Appendix
1
Taking Care of a Baby (2.08) (see document file
(5)
The National Campaign to Prevent Teen
Pregnancy
http://www.thenationalcampaign.org/default.aspx
Time Comparison With or Without a Baby (2.08)
(see document file (5)
Video/Video Clip List (see below)
What Love Means (3.04) (see document file (4)
Enduring
Essential Concepts and Process Skills
Understandings
Vocabulary Terms: menstrual cycle, conception,
puberty
-Students need to
understand the changes
their body will go through
Parenting Questions for Teens:
during puberty.
-Students need to
understand the
responsibilities and
challenges of parenting.
1. How is family life disrupted when an infant or
young child becomes ill? If your child throws up
all over your bed, are you or the other parent
going to clean it up, stay up all night with a
crying child and then go to work the next day?
-Students need to
2. When the baby is sick, will you cancel your
understand the the
purpose is of the female plans with your friends and stay home?
menstrual cycle.
3. How do living expenses change with the
addition of a baby? Will you skip buying clothes or
-Students need to
the latest cell phone for yourself because you
understand the idea of
need to buy food for your little one? What might
conception.
you have to give up?
-Students need to
4. How will your independence and freedom be
Grade 6 Objective 2.07, Appendix
1
understand what it takes affected by children? Are you willing to give up
to have a healthy
your dreams of possessions or vacations because
relationship.
the child you gave birth to will grow up and need
shoes, an education, or medical care?
5. List ways in which being pregnant or having a
newborn gets you attention from others. Are you
prepared for this cute, cuddly infant to become a
screaming two-year-old?
6. If you continue your education by going to
college, will you have the energy to work and
care for a child who totally depends on you for all
its physical and emotional needs?
7. How does the baby’s mother and father’s
relationship change when the baby is born? Can
you handle this alone if suddenly the other parent
decides he/she “isn’t ready” for the responsibility?
8. Are you patient enough to deal with the noise
and the confusion and the 24- hour-a-day
responsibility? What kind of time and space do
you need for yourself? How would you handle
long bouts of crying or being followed around
constantly all day with no break?
9. What do you do when you get angry or upset?
Your child just spilled a gallon of apple juice all
over the floor after being told 15 times before not
to get food out of the refrigerator on her own.
How would you react? How would you avoid
taking things out on a child if you lost your
temper?
Grade 6 Objective 2.07, Appendix
1
All About Menstruation!
http://teenshealth.org/teen/sexual_health/girls/
menstruation.html#
Everything you need to know about Puberty!
http://teenshealth.org/teen/sexual_health/
changing_body/puberty.html#
Male Reproductive System
http://teenshealth.org/teen/sexual_health/guys/
male_repro.html#cat20016
Essential Questions
NCSCOS 2.07
What is the sequence of the menstrual cycle?
Compare and contrast the relationship between conception and the
menstrual cycle.
What is conception?
Distinguish between the male and female reproductive system parts and
their function.
Discover common myths about conception and pregnancy.
What happens if conception does occur?
What happens if conception does not occur?
Females only- What is average/normal with a menstrual cycle (what to
expect)?
NCSCOS 2.08
Investigate and analyze the responsibilities of parenthood?
Grade 6 Objective 2.07, Appendix
1
What are the challenges of parenting?
What is important to have in place in your life before you become a parent?
How do people know when they are ready to become parents?
How do people's lives change once they have children?
NCSCOS 3.04
What are the challenges of relationships during puberty and adolescence?
What does puberty mean?
What are the differences between a male and female going through
puberty?
What are the similarities between a male and female going through
puberty?
What are some changes that may occur between male's and female's
relationships?
Integration
Additional Integration Opportunities
Opportunities
Global Connections
P21: 21st Century
Student Outcomes,
P21: K-12, Life &
Career Skills
Be Flexible

Other countries customs of teens going through
puberty.
Deal positively with
praise, setbacks and
Grade 6 Objective 2.07, Appendix
1
criticism
Initiative and SelfDirection
Manage Goals and Time

Set goals with
tangible and
intangible success
criteria
Be Responsible to Others

Act responsibly
with the interests of
the larger
community in mind
Character Qualities









Respect
Self-discipline
Caring
Responsibility
Integrity
Cooperation
Citizenship
Trustworthiness
Trustworthiness
Differentiation/Intervention Focus Areas




Boys and girls being separated for
instruction.
Permission slip needed for participation in
instruction.
Alternate assignment for those not permitted
to take part in the Family Life Education
lessons - reproductive systems and
communicable diseases.
Special needs students participate in lessons
and are give supplemental information from
their classroom teacher.
Updated: 08/22/2011
Atlas Version 7.2.4
© Rubicon International 2011. All rights reserved
Grade 6 Objective 2.07, Appendix
1
Ask a Nurse- Exit Activity
Teachers should arrange a question and answer session with their school nurse during the Family Life
unit or upon its conclusion. The school nurse can address questions from a medical professional’s
perspective. Student should be given the opportunity to write questions for the nurse before the
scheduled session with her. This can be done as an exit activity. To exit the classroom students
should turn in a question. This pre-session activity will allow the teacher to screen questions before
the nurse sees them. Use the attached ticket sheet or print your own.
Grade 6 Objective 2.07, Appendix
1
Boy, Things Sure Have Changed
Dawn and Hector have gone to school together since first grade. They are really good
friends and often played together. They even live in the same neighborhood. Their
families often do things together, such as picnics and camping trips.
But things sure have changed since they started middle school.
Hector has recently been going to the gym after school, reading weight lifting books,
and lifting weights to build up his muscles. Hector likes to play soccer and basketball
with Sam and Sonny in his spare time. He plans to try out for the school team next year.
Hector spends less time with Dawn now than he used to and more time with Sonny.
Dawn spends a lot of time in the bathroom looking in the mirror, fixing her hair, putting
on make-up, and taking showers. Dawn tries on just about everything in her closet every
morning trying to decide what to wear to school. Just last year, she hated showers and
did not care what her hair or clothes looked like. Now things
are different. She wants to fit in with the other girls at
school.
Dawn’s best friend Samantha still thinks boys are yucky.
However, Dawn has taken an interest in Hector. Samantha
thinks that is the most disgusting thing she has ever heard. So
now, Dawn feels uncomfortable talking to Samantha about Hector so she begins talking
to Shelby, a new classmate, about him. Dawn begins inviting Shelby over to do things.
Dawn and Samantha are beginning to drift apart.
This past weekend, Hector and Dawn’s families were going camping. Neither one of them
wanted to go because they wanted to go the movies with some of their friends Camping
Grade 6 Objective 2.07, Appendix
1
used to be an activity that Dawn and Hector used to beg their parents to do on the
weekends.
Boy, things sure have changed.
How Have Things Changed?
1. What are some changes that Dawn has experienced?
2. What are some changes that Hector has experienced?
3. Do you have some advice for Samantha about what has happened to her
friendship with Dawn?
4. Two of Dawn’s friendships have changed. Do you have any advice for her?
Grade 6 Objective 2.07, Appendix
1
5. What could have caused the relationship between Hector and Dawn’s to
change?
6. Are these changes in relationships during
Adolescence normal? If so, how? If not, why?
Grade 6 Objective 2.07, Appendix
1
Body Parts, Functions, Health Practices
Male
Both
Female
Penis
Mucous membrane Uterus or Womb
Testicles
Urethra
Menarche
Foreskin
Puberty
Endometrium
Vas deferens
Genitals
Clitoris
Scrotum
Pubic hair
Ovaries
Prostate gland
Lymph nodes
Vagina
Nocturnal
Vulva
emissions
Circumcision
Fallopian tubes
Cowper’s gland
Pap smear
Semen
Fimbriae
Seminal
Hymen
vesicles
Epididymis
Cervix
Grade 6 Objective 2.07, Appendix
1
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Grade 6, Objective 2.08
Investigate and analyze the responsibilities of parenthood through observation and
discussion with parents/caregivers or trusted adults.
Materials needed:
Video clip from a popular movie about parenting
Internet access
Appendix 1 – Parenting Questions, cut into strips
Focus:
Option 1
Show a short video clip about the challenges of parenting. Possible videos to select
from are Cheaper by the Dozen, The Pursuit of Happiness, Daddy Daycare, or Three
Men and a Baby. Show a clip which shows the reality of parenting rather than one
which glamorizes the experience. Follow up with these questions: How old were these
parents? What kinds of challenges did these parents face?
Option 2
Display Costs of Raising a Child Calculator for your class. This simple yet mindboggling tool allows students to view the total amount needed to raise a child to
adulthood. This webpage details annual costs of raising a child in the following areas:
housing, food, transportation, clothing, childcare, education and college along with a
total amount needed to raise a child to adulthood.
www.babycenter.com/costofchild/ [The “terms of use” on this site indicate not for
children under the age of 13. Do not assign the site to the students; simply show the
page related to costs of raising a child.]
Review:
Grade 6 Objective 2.08, page 13
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Do a bit of brainstorming to get students thinking about their futures and the kinds of
real-life decisions they'll soon face. Where would students like to be in their lives at
age 22? What kinds of jobs would they like to have? Do they plan to go to college?
Would they like to become parents? Where would students like to be in their lives
when they are 30 years old?
Ask each student to list on paper five goals for adulthood. Students are to briefly share
goals with a partner. As a class, have students indicate by a show of hands if they
included a goal for their education, career, health, marriage, and parenthood. Tally
and summarize for each of the five areas.
Statement of Objectives:
Many of you will become parents in the future. Today we are going to discuss
parenthood and the responsibilities that parenting requires. By the end of the lesson,
you will be able to analyze the parental role in the upbringing of a child.
Teacher Input:
Ask students the following question, “What does it take to be a good parent?”
Students are to generate a list of answers, recorded by the teacher.
After brainstorming session, teacher will introduce 3 primary aspects of parenting.
Class discussion can be expanded as necessary to address issues/concerns of the
students.



Physical care:
o Reliably providing shelter, education, medical care, physical safety, and
nourishment.
Social development and emotional support:
o Love, play, and physical touch
o Social skills and etiquette
o Ethics and value systems
o Moral and spiritual development
o Norms and contributions to the child's religion and ethnic customs
Financial support:
o Money provided as child support by custodial or non-custodial parent(s),
or the state
o Insurance coverage and payments for education
Guided Practice:
Option 1
Grade 6 Objective 2.08, page 14
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Working in groups of 4. Distribute one parenting question card to each group (created
from Appendix 1). Group members will read the following changes parenting will bring.
They are to spend time discussing the specific ways parenting will change their
lifestyle and be prepared to share their groups’ response with the class.
Option 2
To help students understand the gravity of pregnancy for teen parents, their families,
and the children, have them explore some of the following websites and report back on
what they learned about the topic that surprised them.
o
How might an unplanned pregnancy affect a student's future plans?
o
How might it affect the unborn child if the mother and father aren’t
prepared for pregnancy?
Posing such questions will benefit students who plan to become parents and those
who do not.
Useful Websites:
InteliHealth: Risks for Pregnant Teens
http://www.intelihealth.com/
IH/ihtIH/WSIHW000/31697/25753/310396.html?d=dmtContent
Kids Help Phone: Becoming a Young Adult
http://kidshelp.sympatico.ca/en/informed/becoming.asp?sec=3&sb=2
"Next Step" Magazine online
http://www.nextstepmagazine.com/nextstep/default.aspx
Teens Health: Having a Healthy Pregnancy
http://kidshealth.org/teen/your_mind/emotions/pregnancy.html
U.S. Food and Drug Administration: Healthy Pregnancy, Healthy Baby
http://www.fda.gov/fdac/features/1999/299_baby.html
Women's Health Channel: Teen Pregnancy
http://www.womenshealthchannel.com/teenpregnancy/index.shtml
College Fund of North Carolina http://www.cfnc.org/
Grade 6 Objective 2.08, page 15
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
http://www.myfuture.com/
http://www.parenting.com/
Independent Practice:
Option 1
Conduct an interview with a parent (your own or a trusted adult who is a parent) asking
the following questions:
1. How do people's lives change when you prepare for parenting either through
pregnancy or adoption? And, how do people's lives change once they have children?
2. What are some challenges and joys of being a parent?
3. What is important to have in place in your life before you become a parent?
4. How do people know when they are ready to become parents?
Discuss some of the similar responses students received during their interviews.
Option 2
Students are to spend at least two hours (include one mealtime) with a parent and
child (toddler or preschooler). Document activities, child behavior, parenting
situations, and how conflicts were resolved. Students are to describe parenting they
witnessed. Were any of these surprising? (For example, you didn’t know that five-yearolds still needed help going to the bathroom or pouring their own drink).
Closure:
In this lesson, we have analyzed the role of a parent and how parenting changes your
life. The responsibility of caring for another person can be overwhelming. You will want
to choose a time for parenting when you are sure you are ready for all the responsibility
and have reached other important goals for education and financial independence.
Grade 6 Objective 2.08, page 16
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Grade 6, Objective 2.08
Investigate and analyze the responsibilities of parenthood through observation and
discussion with parents/caregivers or trusted adults.
Materials needed:
Video clip from a popular movie about parenting
Internet access
Appendix 1 – Parenting Questions, cut into strips
Focus:
Option 1
Show a short video clip about the challenges of parenting. Possible videos to select
from are Cheaper by the Dozen, The Pursuit of Happiness, Daddy Daycare, or Three
Men and a Baby. Show a clip which shows the reality of parenting rather than one
which glamorizes the experience. Follow up with these questions: How old were these
parents? What kinds of challenges did these parents face?
Option 2
Display Costs of Raising a Child Calculator for your class. This simple yet mindboggling tool allows students to view the total amount needed to raise a child to
adulthood. This webpage details annual costs of raising a child in the following areas:
housing, food, transportation, clothing, childcare, education and college along with a
total amount needed to raise a child to adulthood.
www.babycenter.com/costofchild/ [The “terms of use” on this site indicate not for
children under the age of 13. Do not assign the site to the students; simply show the
page related to costs of raising a child.]
Review:
Do a bit of brainstorming to get students thinking about their futures and the kinds of
real-life decisions they'll soon face. Where would students like to be in their lives at
age 22? What kinds of jobs would they like to have? Do they plan to go to college?
Grade 6 Objective 2.08, page 17
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Would they like to become parents? Where would students like to be in their lives
when they are 30 years old?
Ask each student to list on paper five goals for adulthood. Students are to briefly share
goals with a partner. As a class, have students indicate by a show of hands if they
included a goal for their education, career, health, marriage, and parenthood. Tally
and summarize for each of the five areas.
Statement of Objectives:
Many of you will become parents in the future. Today we are going to discuss
parenthood and the responsibilities that parenting requires. By the end of the lesson,
you will be able to analyze the parental role in the upbringing of a child.
Teacher Input:
Ask students the following question, “What does it take to be a good parent?”
Students are to generate a list of answers, recorded by the teacher.
After brainstorming session, teacher will introduce 3 primary aspects of parenting.
Class discussion can be expanded as necessary to address issues/concerns of the
students.



Physical care:
o Reliably providing shelter, education, medical care, physical safety, and
nourishment.
Social development and emotional support:
o Love, play, and physical touch
o Social skills and etiquette
o Ethics and value systems
o Moral and spiritual development
o Norms and contributions to the child's religion and ethnic customs
Financial support:
o Money provided as child support by custodial or non-custodial parent(s),
or the state
o Insurance coverage and payments for education
Guided Practice:
Option 1
Working in groups of 4. Distribute one parenting question card to each group (created
from Appendix 1). Group members will read the following changes parenting will bring.
Grade 6 Objective 2.08, page 18
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
They are to spend time discussing the specific ways parenting will change their
lifestyle and be prepared to share their groups’ response with the class.
Option 2
To help students understand the gravity of pregnancy for teen parents, their families,
and the children, have them explore some of the following websites and report back on
what they learned about the topic that surprised them.
o
How might an unplanned pregnancy affect a student's future plans?
o
How might it affect the unborn child if the mother and father aren’t
prepared for pregnancy?
Posing such questions will benefit students who plan to become parents and those
who do not.
Useful Websites:
InteliHealth: Risks for Pregnant Teens
http://www.intelihealth.com/
IH/ihtIH/WSIHW000/31697/25753/310396.html?d=dmtContent
Kids Help Phone: Becoming a Young Adult
http://kidshelp.sympatico.ca/en/informed/becoming.asp?sec=3&sb=2
"Next Step" Magazine online
http://www.nextstepmagazine.com/nextstep/default.aspx
Teens Health: Having a Healthy Pregnancy
http://kidshealth.org/teen/your_mind/emotions/pregnancy.html
U.S. Food and Drug Administration: Healthy Pregnancy, Healthy Baby
http://www.fda.gov/fdac/features/1999/299_baby.html
Women's Health Channel: Teen Pregnancy
http://www.womenshealthchannel.com/teenpregnancy/index.shtml
College Fund of North Carolina http://www.cfnc.org/
http://www.myfuture.com/
Grade 6 Objective 2.08, page 19
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
http://www.parenting.com/
Independent Practice:
Option 1
Conduct an interview with a parent (your own or a trusted adult who is a parent) asking
the following questions:
1. How do people's lives change when you prepare for parenting either through
pregnancy or adoption? And, how do people's lives change once they have children?
2. What are some challenges and joys of being a parent?
3. What is important to have in place in your life before you become a parent?
4. How do people know when they are ready to become parents?
Discuss some of the similar responses students received during their interviews.
Option 2
Students are to spend at least two hours (include one mealtime) with a parent and
child (toddler or preschooler). Document activities, child behavior, parenting
situations, and how conflicts were resolved. Students are to describe parenting they
witnessed. Were any of these surprising? (For example, you didn’t know that five-yearolds still needed help going to the bathroom or pouring their own drink).
Closure:
In this lesson, we have analyzed the role of a parent and how parenting changes your
life. The responsibility of caring for another person can be overwhelming. You will want
to choose a time for parenting when you are sure you are ready for all the responsibility
and have reached other important goals for education and financial independence.
Grade 6 Objective 2.08, page 20
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Parenting Questions
Cut apart into strips to share with small groups.
How is family life disrupted when an infant or young child
becomes ill? If your child throws up all over your bed, are you
or the other parent going to clean it up, stay up all night with
a crying child and then go to work the next day? When the
baby is sick, will you cancel your plans with your friends and
stay home?
How do living expenses change with the addition of a baby?
Will you skip buying clothes or the latest cell phone for
yourself because you need to buy food for your little one?
What might you have to give up?
How will your independence and freedom be affected by
children? Are you willing to give up your dreams of
possessions or vacations because the child you gave birth to
will grow up and need shoes, an education, or medical care?
List ways in which being pregnant or having a newborn gets
you attention from others. Are you prepared for this cute,
cuddly infant to become a screaming two-year-old?
If you continue your education by going to college, will you
have the energy to work and care for a child who totally
depends on you for all its physical and emotional needs?
How does the baby’s mother and father’s relationship change
when the baby is born? Can you handle this alone if suddenly
the other parent decides he/she “isn’t ready” for the
responsibility?
Are you patient enough to deal with the noise and the confusion and the
24-hour-a-day responsibility? What kind of time and space do you need for
yourself? How would you handle long bouts of crying or being followed
around constantly all day with no break?
What do you do when you get angry or upset? Your child just spilled a
gallon of apple juice all over the floor after being told 15 times before not to
get food out of the refrigerator on her own. How would you react? How
would you avoid taking things out on a child if you lost your temper?
Grade 6 Objective 2.08, page 21
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
PUBERTY WALK
Explain to your class that the next activity is very simple but requires close
attention to instructions. The most important rule is that they must be absolutely
quiet during the activity – no talking allowed until it is over!
Have them form a group on one side of the room and explain that you will come
into the group and tap someone lightly on the shoulder. When they are tapped,
they should walk slowly across the room to the other side and turn around to face
the original group. Demonstrate for them the slow, even pace you want them to
use. Be sure to ask if there are any questions before you begin.
There is no rhyme or reason to how as the teacher selects who is tapped. In fact,
that is part of the lesson! The basic guidelines are these: The first person tapped
should walk alone for most or all of the way, then send one more person, then
perhaps two close together. Remember, you are trying to visually demonstrate
pubertal development, so a few people will “go it alone” and then a fairly large
middle group should go together or very close together. Repeat your pace and
selection from the beginning of the activity at the end – a few people will be last.
You should save the last person to walk slowly alone across the floor to the group,
which will be waiting somewhat impatiently, no doubt. Usually, the group cheers
the final “loner.”
As you probably remember, the processing/learning from this activity is easy to
facilitate. Ask the person who went first what it was like. They will say things like,
“I felt weird! Everybody was watching me. I was wondering why I went first?” Ask
the people who went as a group how they felt. They are usually the most
comfortable and say things like, “I was glad I didn’t go alone.” Ask the first loner
how he or she felt when other people started arriving at the other side of the room.
He or she will say, “Relieved! I felt less singled out. It was good to have other
people with me.”
Ask the “stragglers” how they felt. Usually they will say things like, “I wondered
why you weren’t picking me…. Why other people got to go and I got left behind.”
Grade 6 Objective 2.08, page 22
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Ask how they felt when they were finally tapped. Check in with the last person. How
did he or she feel? You can imagine the response! They usually say they were
relieved to be tapped but it was agonizing walking slowly across the floor knowing
everybody was waiting for you. “I just wanted to hurry up and get over there!”
Tell the group the name of this activity. Explain that many of the feelings they
expressed are the feelings people can have during puberty. Going first is
embarrassing, not really fun. You want other people to get going. When you
develop at the same time with a larger group, you may feel more “normal” though
it still is not easy. Being the last is tough, too. You get the idea!
Grade 6 Objective 2.08, page 23
NC Association for the Advancement of Health Education
NC Comprehensive School Health Training Center
Discovery Education Videos
www.streaming.discoveryeducation.com
6th Grade
 Dr. D’s Birds and Bees: Crossing the Adolescence Bridge (video)
 Human Body Systems: The Reproductive System (video)
 Teen Parenthood (clip)
Grade 6 Objective 2.08, page 24